TY  - JOUR
TI  - EFL teachers‟ conceptualizations of their roles through metaphor analysis
AB  - Metaphors reflect the way people think and know the world. When they are considered within teachingprofession, they can be strong agents revealing teachers‟ beliefs about their profession. They may also explorethe meaning that teachers attach to themselves. Despite their strength to shed light on how teachers conceptualizethemselves, metaphor studies seem to be limited. For this reason, this study set out to reveal what EFL teachersthink about their roles through metaphorical representations. 24 EFL teachers, with varied experience inteaching, responded to a metaphor elicitation task through the statement “An English teacher is like ……………because…………………..”. The data were analyzed with reference to the ESL teachers‟ role categorizationprovided by De Guerrero and Villamil (2000). Thus a theory-driven, deductive content analysis was employed.The analysis revealed that the data only matched with 6 out of 9 categories of De Guerrero and Villamil.Therefore, for the metaphors that did not fit in their categorization, a new category was emerged. Revealing theteachers‟ interpretations and philosophies regarding teaching, the metaphors within the dominant categoriesshowed that the teachers‟ conceptualizations regarding their roles were more traditional and teacher-centered.The variety in metaphors suggests the multi-dynamic nature of teaching.
AU  - ÇELİK, Handan
AU  - ASMALI, MEHMET
PY  - 2017
JO  - Journal of Language and Linguistic Studies
VL  - 13
IS  - 2
SN  - 1305-578X
SP  - 1
EP  - 13
DB  - TRDizin
UR  - http://search/yayin/detay/293638
ER  -